從可愛樂觀的《多啦A夢》到狠厲反思的《銀翼殺手》，從人機不二的《攻殼機動隊》到瑰麗氣勢的《阿凡達》，機器人、複製人、外星人、生化人，閃耀錯位在冷冽豔異的新世界、異世界、末世界之中，這是科幻 ── science fiction。

科幻，做為一種文本類型（genre），為的既非科學研究、也不是科普教育，為的是在科學構築支配的此世之間，生成出符應人類科學幻景（vision）的虛構社會，想像了眼下還不可能的可能，以怪誕出奇，更且讓人浸潤玩味，乘行空天馬，照見自我。奇幻之設定，不只是單向服務於文本設喻所用，而是透過類型文本的創作，當下直問，究竟在這科技穿透自然、今且賽柏格與基因工程層層籠罩下，人之為人，究竟為何？浸透在科技製作與科學許諾的人類社會，未來會成就出何許美麗烏托邦或噩夢末世界？

因此，本課程立意所在，即是著眼於探索「科學與人的關係」，由此一角度出發，嘗試做跨領域結合，以文學電影研究分析科幻文本，採社會理論探究社會願景。課程期待有心的參與者，能夠掌握分析架構，經由科幻文本的賞析討論，對科學想像與自己、與所處社會、與人類整體間的關係，發展出反思的能力與習慣。

課程設計為以下區塊：【總綱】、【媒介】、【架構】、【主題】與【展望】，各自開展為2至4週課程內容，每週集中研討相應之理論文獻與選定之文字與影音文本，各週內容細節詳見教學進度。

請注意！限於時間，課堂上無論教師講授或同學報告，皆僅能引用（朗讀與播放）極少份量之文本，是以同學課前準備時，除研讀理論文獻外，亦應事先自行閱覽選定之科幻文本，以利上課聽講學習。

課程目標亦可條列如下：
1. 透過研讀選定之文字與影音創作，接觸科幻文本此一類型，學習分析與研究方法。
2. 配合文獻之研讀討論，思辨科學與人的關係、科幻與社會的對照，以求反思自身。

From the cute and optimistic "Doraemon" to the harshly reflective "Blade Runner", from the indistinguishable human-machine "Ghost in the Shell" to the magnificent "Avatar", robots, replicants, aliens, and cyborgs are shining and misaligned in the cold and colorful new world, another world, and the end of the world. This is science fiction - science fiction.

Science fiction, as a text genre, is neither scientific research nor popular science education. It is for the purpose of generating a fictional society that conforms to human scientific vision in this world dominated by scientific construction. It imagines possibilities that are not possible at the moment. It is weird and surprising, and it also makes people immersed in fun, ride on the sky and the sky, and see themselves. Fantasy settings not only serve text metaphors in one direction, but through the creation of genre texts, we are now asking directly, what is it about humans as technology penetrates nature and is now shrouded in layers of cyborgs and genetic engineering? What kind of beautiful utopia or nightmare apocalypse will human society, immersed in technological manufacturing and scientific promises, create in the future?

Therefore, the purpose of this course is to focus on exploring the "relationship between science and people". From this perspective, we try to make cross-field combinations, using literary and film studies to analyze science fiction texts, and using social theory to explore social vision. The course hopes that interested participants can master the analytical framework and, through appreciation and discussion of science fiction texts, develop the ability and habit of reflection on the relationship between scientific imagination and themselves, the society in which they live, and humanity as a whole.

The course is designed into the following blocks: [Overall], [Media], [Structure], [Theme] and [Perspective], each of which is divided into 2 to 4 weeks of course content. Each week focuses on the corresponding theoretical literature and selected text and audio-visual texts. Please refer to the teaching progress for details of each week's content.

Please pay attention! Due to time constraints, only a very small amount of texts can be quoted (read aloud and played) in class, whether in lectures or presentations by classmates. Therefore, when preparing for class, in addition to studying theoretical literature, students should also read selected science fiction texts in advance to facilitate listening and learning in class.

Course objectives may also be listed as follows:
1. Through studying selected texts and audio-visual creations, get in touch with the genre of science fiction texts and learn analysis and research methods.
2. Cooperate with the study and discussion of literature, think about the relationship between science and people, and the comparison between science fiction and society, in order to reflect on yourself.

通識課程不同於專業課程，實乃著重引導學生主動關懷、探索與實踐人類的終極價值與智慧；同時通識課程所提供的知識，不是專業課程的淺薄化，而是具有厚實感的基礎知識。本校根據創校傳統、校訓與辦學理念訂定通識教育定四大基本素養：求真素養、篤信素養、力行素養與宏通素養，以具體落實本校通識教育之理想。希望本校學生能發揮自主學習精神，在通識課程老師的引導下，逐漸培養其通識教育基本素養，並期待能終身學習。各種基本素養並訂有具體的學習成效指標，以做教學與學習成效之自我檢證的具體指標，分述如下：求真素養（自然領域）：1.學習自然科學的方法或哲學以探索物理與生命世界的微妙，2.發揮就事論事的精神，3.能參與科學議題相關的公共事務。篤信素養（人文領域）：1.學習人文精神以探索內在自我與領會人類文明的深層價值，2.發展自律精神，3.能運用理性進行道德推理。力行素養（社會領域）：1.運用社會科學的方法或哲學以激發學生的傾聽與溝通能力，2.承認與尊重多元差，3.實踐民主審議的精神。宏通素養（跨領域）：1.追求人類的整體價值，2.融通求真、篤信、力行等素養於個人生命之中。各領域的課程對於學習成效指標可以跨選，不必拘泥。

General courses are different from professional courses. They actually focus on guiding students to actively care for, explore and practice the ultimate value and wisdom of mankind. At the same time, the knowledge provided by general courses is not the superficiality of professional courses, but basic knowledge with a solid sense. Based on the school’s founding tradition, school motto and school philosophy, the school has formulated four basic qualities for general education: truth-seeking quality, belief quality, practical quality and general quality, in order to concretely implement the school’s ideals of general education. We hope that our students can develop their independent learning spirit and gradually develop their basic literacy in general education under the guidance of general education teachers, and look forward to lifelong learning. Various basic competencies have specific learning effectiveness indicators for self-examination of teaching and learning effectiveness, which are described as follows: Truth-seeking literacy (natural field): 1. Learn the methods or philosophy of natural science to explore the subtleties of the physical and life world, 2. Use the spirit of discussing things as they are, 3. Be able to participate in public affairs related to scientific issues. Belief literacy (humanities field): 1. Learn the humanistic spirit to explore the inner self and understand the deep value of human civilization, 2. Develop a spirit of self-discipline, 3. Be able to use reason for moral reasoning. Practical literacy (social field): 1. Use social science methods or philosophy to stimulate students' listening and communication skills, 2. Recognize and respect diversity, 3. Practice the spirit of democratic deliberation. Hongtong literacy (cross-field): 1. Pursue the overall value of human beings, 2. Integrate qualities such as truth-seeking, faith, and practice into personal life. Courses in various fields can choose from different learning outcome indicators, so there is no need to be rigid.

1. 《科技奴隸》、《虛擬入侵》、《猿猴、賽伯格和女人》、《網絡社會之崛起》、《教你讀懂文學的27堂課》列為必讀！選取份量視參與者人數與上課情形而定。

2. 文本分析與社會理論，特別是Gillian Rose, Umberto Eco, Max Weber, Norbert Elias, Emile Durkheim, Michel Foucault 的著作，將視參與者上課情形，選文列入閱讀範圍。

1. "Technological Slaves", "Virtual Invasion", "Apes, Cyborgs and Women", "The Rise of Network Society", "27 Lessons to Teach You to Read Literature" are listed as must-reads! The amount you choose depends on the number of participants and the class situation.

2. Text analysis and social theory, especially the works of Gillian Rose, Umberto Eco, Max Weber, Norbert Elias, Emile Durkheim, and Michel Foucault, will be included in the reading scope depending on the participants’ class situation.